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Objective: Misperception of children's weight status by their mothers, either lower or higher than it actually is, can lead to incorrect nutrition practices and health problems. This study aimed to evaluate mothers' perceptions about their children's weight and their own weight and determine the sociodemographic factors that may influence their perception. Material and Methods: The research was a cross-sectional study involving 170 children aged 2-5 and their mothers. For the study, mothers' and children's heights and weights were measured; questionnaires containing verbal (5-point Likert type scale) and visual scales (Toddler Silhouette Scale for children, Contour Drawing Rating Scale for mothers) were administered to mothers to understand their perception of themselves and their children. Results: As the children's weight-for-height percentile increased, the mothers' accuracy rate in verbal and visual assessment of their children's weight decreased, making them more prone to underestimate the child's weight. On verbal scale, mothers of underweight, normal weight, overweight, and obese children had an accuracy rate of 53.19%, 71.72%, 31.25%, and 0%, respectively, in defining the children's weight status. On visual scale, these rates were 72.34%, 54.55%, 12.50% and 0%, respectively. Overweight and obese mothers were less accurate than others at verbal and visual self-assessment of their own weight. Verbal and visual self-assessment accuracy rates were 100% and 75% in underweight mothers, 75.36% and 89.86% in mothers with normal weight, 47.46% and 32.20% in overweight mothers, and 34.21% and 23.68% in obese mothers. No significant relation was found between the mothers' perceptions of their own weight and their children's weights. Conclusion: We observed problems related to their mothers' interpretation of children's weight status. We could not identify any sociodemographic risk factor that could explain the inaccurate perception of the mothers. Since mothers may not be able to perceive problems related to their child's weight and express them as problems, we recommend that paediatricians measure each child's height and weight and evaluate their percentiles. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Specific Learning Disability (SLD) is a type of special needs that can be diagnosed in primary school. However, research shows that there are some symptoms that are reported to be present in the pre-school period in the spatial semantic processes, in the visual and tactile processes, in the auditory processes and in the balance and motor control. It is thought that it is important for okul öncesi teachers to be aware of these symptoms and to inform primary school teachers and parents. To help achieve this, this study aimed to find out what preschool teachers think about SLD. The research was designed using basic qualitative research, one of the qualitative research methods. Snowball sampling, one of the purposive sampling methods, was used to identify the study group. A demographic information form and semi-structured interview questions developed by the researchers were used as data collection tools. Content analysis was used to analyse the data. As a result of the research, it was found that preschool teachers generally focus on reading, writing, speaking and listening skills; it was found that regarding a child with suspected SLD, they mostly meet with the parents and contact the school counselling service and they believe that symptoms of SLD may appear in the preschool period. The findings show similarities with the relevant literature.

In this study, it was attempted to examine undesirable student behaviours, their causes and effects from the perspective of preschool teachers. Among the aims of the study is to draw a road map for new preschool teachers about what they can do in the face of unwanted student behaviours that they may encounter in the classroom environment. In the study, descriptive analysis technique, one of the qualitative research methods, was used. The study was conducted with 10 preschool teachers. An 8-question semistructured interview form was used to reveal the views of the teachers about the undesirable student behaviours they encounter in the classroom environment, their causes and effects. The most emphasised undesirable student behaviour was 'physical violence' (n=10, 45.55%), for a behaviour to be interpreted as undesirable it must 'cause harm to self and others' (n=9, 42.9%), the most common method used by teachers in the face of these behaviours was 'cooperation with parents' (n=5, 20%), the most effective method that works on undesirable behaviours is 'talking about the problem behaviour' (n=9, 35. 7%), the most important effect of these behaviours on teachers is 'distraction/motivation disorder' (n=5, 45.4%), the most important effect of these behaviours on other students is 'modelling' (n=7, 70%), whether the Turkish National Education system has an effect on undesirable behaviours is 'yes' (n=9, 90%) and the effect of family on undesirable student behaviours from the teachers' perspective is 'parents' child rearing attitudes' (n=6, 37.5%). The findings were discussed within the framework of the literature and suggestions were made. [ABSTRACT FROM AUTHOR]

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Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sınıf, okul öncesi ve özel eğitim öğretmenlerinin etkileşimli okuma öz yeterliklerini incelemek amacıyla yapılan çalışmada, tarama modelinden yararlanılmıştır. Uygun durum örneklemesi yolu ile ölçek geliştirme aşamasına dâhil edilen 325 öğretmen (sınıf, okul öncesi ve özel eğitim öğretmeni) Trabzon’da görev yapmakta iken; araştırma aşamasına dâhil edilen 240 öğretmen (sınıf, okul öncesi ve özel eğitim) Yozgat’ta görev yapmaktadır. Öğretmenlerden elde edilen veriler, araştırmacı tarafından geliştirilen “Öğretmen Etkileşimli Okuma Öz Yeterlik Ölçeği” ile toplanmıştır. Ölçeğin geçerlik ve güvenirlik hesaplaması yapılmıştır. Veriler ise bağımsız t testi, tek yönlü Anova, Kruskal Wallis testi ile analiz edilmiştir. Çalışma sonucunda kadın öğretmenlerin erkek öğretmenlerden, okul öncesi öğretmenlerinin sınıf ve özel eğitim öğretmenlerinden, öğretmenlik kariyer basamağı olmayan öğretmenlerin ise uzman öğretmenlerden etkileşimli okuma uygulama öz yeterliği okumaya hazırlık alt boyutunda istatiksel olarak anlamlı düzeyde iyi oldukları tespit edilmiştir. Bu anlamda öğretmenlerin okuma öncesinde, öğrencilerin bilişsel ve okumaya yönelik duyuşsal becerilerini desteklemek için hazırlık çalışmaları yapmaları önem arz etmektedir.

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Research in Elementary Education / Temel Eğitim Araştırmaları Dergisi (TEAD) is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Policy Studies / Sosyal Politika Çalismalari Dergisi is the property of Journal of Social Policy Studies / Sosyal Politika Calismalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to examine the attitudes of preschool teachers towards family involvement studies. Survey method was used in the research. The population of the research consists of all preschool teachers working in Turkey. The sample of the research consists of three hundred forty-seven preschool teachers. In sample selection, snowball sampling was preferred from the sampling method that does not use probability. "Personal Information Form" and "Attitude Scale for Teachers About Family Involvement Studies" were used to collect data in the study. For data analysis, the suitability of the continuous variable of the scale score in the study to normal distribution was measured by Skewness and Kurtosis values and the Kolmogorov-Smirnov test. It was observed that the scale score variable did not comply with normal distribution. The Kruskal Wallis test, one of the nonparametric tests, was used to compare the scale scores of individuals according to age groups, department of graduation, type of institution, age groups worked, and professional seniority variables. According to the findings of the study, significant differences emerged between teachers' attitudes towards family involvement studies according to their age, institution and seniority variables; There was no significant difference between the department graduated from and the age groups worked. According to the results of the study, different family participation studies can be developed for the implementation of preschool teachers. Additionally, in future studies, the attitudes of administrators, parents, academics and teacher candidates towards family involvement studies can be examined. [ABSTRACT FROM AUTHOR]

Aggression is a common problem in preschool children. The relationship between aggressive behaviors in early ages and psychopathologies in later years has been shown in previous studies. Therefore, it is imperative to understand both the causes of childhood aggression and identify the sustaining factors. This review discusses aggression in the context of temperament, parental attitudes, and attachment factors. The concept of temperament was explained with the terminology of difficult and easy temperament, emotionality, activity, sociability, and impulsivity factors, especially from the perspectives of Thomas and Chess, Goldsmith and Plomin, and Cloninger, and associated with aggression in the preschool period. In addition, possible causes of aggression in children were assessed with attachment theory. Finally, the relationship between parents, their attitudes towards aggression, socioeconomic determinants in the family, and the possible relationship between aggression in children were discussed. This study examines the determinants of preschool children's aggression to solve aggression problems, focusing on family and temperamental characteristics. A more holistic assessment of aggression with child and parent characteristics is intended. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bilimsel düşünme sürecinde gelişen bilimsel süreç becerileri bir araştırma sürecinin temelini oluşturur. Erken dönemde bilimsel süreç becerileri kavramı tüm dünyadaki araştırmacıların olduğu gibi aynı zamanda Türkiye’deki araştırmacıların da sıklıkla üzerinde çalıştığı bir alan durumuna gelmiştir. Bu nedenle bu çalışmada, Türkiye’de okul öncesi dönemde bilimsel süreç becerileri ile ilgili yayımlanan lisansüstü tezlerin tamamında genel eğilimler belirlenmeye çalışılmıştır. Araştırma verilerinin toplanmasında nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Doküman incelemesi için ilgili bilimsel alan yazınına Ulusal Tez Merkezi veri tabanlarından ulaşılmıştır. Türkiye’de yayımlanmış ve okul öncesi dönemde bilimsel süreç becerileri temalı bütün tezler çalışmaya dâhil edilmiştir. Araştırmanın sonucunda, bu başlıkları içeren 2010-2022 yılları arasında toplam 45 tezin olduğu tespit edilmiştir. En fazla yayının 2019 yılında yapıldığı tespit edilmiştir. Çalışmalarda en fazla çocuklarla çalışıldığı ve çoğunlukla nicel araştırma yöntemlerinin tercih edildiği sonucuna ulaşılmıştır

Düşünme kavramına ilişkin son yıllarda okullarda, öğrencilerin nasıl düşündüklerini ya da zihin alışkanlıklarının nasıl oluştuğunu konu alan fikirler ve çalışmalar artmıştır. Öğrenme süreci açısından, zihin alışkanlıklarını etkileyen çeşitli değişkenlerin incelenmesi kişisel açıdan iyi bir düşünür olmak konusunda önem arz etmektedir. Bu düşüncelerden hareketle, bu çalışmada, öğrenmenin bileşenleri ve okul öncesi öğretmen adaylarının zihin alışkanlıkları arasındaki ilişkinin farklı değişkenler açısından incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında, Eğitim Fakültesi Okul Öncesi Anabilim Dalı’nda öğrenim gören 182 okul öncesi öğretmen adayı oluşturmuştur. Araştırmada betimsel tarama yöntemi kullanılmıştır. Araştırmada veri toplama aracı olarak ise, ‘Kişisel Bilgi Formu, Öz Değerlendirme Rubriği ve Zihin Alışkanlıkları Envanteri’ kullanılmıştır. Araştırmanın sonucunda öğrenmenin bileşenleri ile zihin alışkanlıkları alt boyutları arasında altboyut 1, 2, 4, 5, 6, 7, 8, 9, 10, 12, 13 boyutları arasında pozitif yönlü düşük kuvvette anlamlı bir ilişki olduğu, 11. ve 16. altboyutlarında ise orta kuvvette pozitif yönlü anlamlı bir ilişki olduğu bulgusuna ulaşılmıştır. Ancak 3, 14 ve 15 boyutlarında ise anlamlı bir ilişki olmadığı tespit edilmiştir.

Bu çalışmada, erken dönemde çocukların aidiyet düzeylerini ölçmeye yönelik, “Çocuklar İçin Aidiyet Ölçeği”nin geliştirilmesi amaçlanmıştır. Araştırmanın çalışma grubunu, okul öncesi eğitim kurumuna devam eden 48-72 ay aralığındaki 88 çocuk oluşturmaktadır. Ölçeğin güvenirlik ve geçerliliğinin sınanması için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi gerçekleştirilmiştir. Verilerin temel bileşen analizi için uygunluğunun sınanması için Kaiser Mayet Olkin ve Barlett Küresellik testleri uygulanmıştır. Ölçme sonuçlarının güvenirliği için ise ölçeğin cronbach alfa değerlerine bakılmıştır. Araştırmanın sonucunda, Kaiser Mayer Olkin değerinin .711 olduğu, Barlett Küresellik değerinin istatistiksel olarak anlamlı olduğu (p

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Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)